Use of Educational Technology in Inclusive Primary Education: Protocol for a Systematic Review

Area of Science:

• Education
• Information Technology
• Special Education

Background:

• Educational technology (EdTech) supports inclusive education by addressing learning barriers for all students, including those with special educational needs and disabilities (SEND).
• Limited understanding exists regarding current classroom practices, policies, and the COVID-19 pandemic's influence on EdTech use in inclusive settings.

Purpose of the Study:

• To systematically review current knowledge on EdTech use for students with SEND in inclusive primary schools.
• Focus on high-income countries to understand EdTech's role in supporting diverse learning needs.

Main Methods:

• Systematic review following PRISMA-P guidelines.
• Inclusion criteria: students with SEND, primary school, high-income countries, EdTech design/use, published 2016-2024, peer-reviewed, English.
• Searched multiple databases (ACM, DOAJ, ERIC, etc.) with title/abstract and full-text screening; pilot data extraction and independent reviewer verification.

Main Results:

• Database search in July 2024 identified 547 records.
• Anticipated submission for publication by end of January 2025.
• Findings will detail EdTech applications and their effectiveness.

Conclusions:

• The study will offer current evidence on EdTech in inclusive primary schools in high-income nations.
• It will specifically address the impact of the COVID-19 pandemic on EdTech integration for students with SEND.